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Summary

For courses in Reading Methods in Elementary School. This Elementary Reading Methods text is the only one on the market that offers a transitional perspective to teach reading in a balanced way. It provides theoretical guidelines and methodology to combine both the use of basals and skills based instruction with a more balanced approach to teaching reading. The authors introduce seven principles that support literacy development and examine them closely throughout the text. These principles undergird the philosophical methodology pre-service teachers use to develop their own model of balanced literacy instruction.

Author Biography

D. Ray Reutzel is the Provost and academic vice president at Southern Utah University.

Table of Contents

PART I: UNDERSTANDING AND SUPPORTING LITERACY DEVELOPMENT: RESEARCH AND PRACTICE

Reading Instruction: Making the Transition to a Balanced Perspective

2

(12)

Transitions: A Model for Changing Teachers' Instructional Practices

4

(3)

Traditional Approaches

4

(1)

Whole Language

4

(1)

Balanced Literacy Programs

4

(3)

Making Transitions Towards Balanced Literacy Instruction

7

(4)

Transitions Means Philosophical Movement

7

(1)

Transitions Takes Time

8

(1)

Transitions Involves Curriculum Integration

8

(1)

Transitions Involves Risk Taking

8

(1)

The Transitions Model: A Modest Proposal for Change

9

(2)

Challenges Facing Preservice Teachers in Making Transitions

11

(1)

Disharmony with Past Belief Systems

11

(1)

Conflicting Views Among Educators

11

(1)

Overcoming Tradition in the Schools

11

(1)

Challenges Facing In-Service Teachers

12

(1)

Time Commitment

12

(1)

Comfort Zones

12

(1)

Administrative Risk Taking

13

(1)

Concept Applications

13

(1)

In the Classroom

13

(1)

Recommended Readings

13

(1)

Understanding Reading: The Theoretical Roots of Instruction

14

(26)

Reading in Today's Society: A Sketch of the Problem

16

(1)

The Need for Understanding How Children Learn to Read

17

(1)

Reading Theories and Their Relationship to Reading Instruction

18

(18)

Behaviorism and a Parts-to-Whole Bottom-Up Reading Process

19

(2)

The Relationship of Behaviorism to Subskills or Phonics-First Reading Instruction

21

(3)

Cognitivism and the Interactive Reading Process

24

(3)

The Relationship of Cognitivism to Skills Reading Instruction

27

(3)

Constructivism and the Transactional Reading Model

30

(2)

The Relationship of Constructivism to Balanced Literacy Instruction

32

(2)

Defining and Refining Instructional Beliefs

34

(2)

Transitional Instructional Change Model

36

(1)

Summary

36

(1)

Concept Applications

37

(1)

In the Classroom

37

(1)

In the Field

37

(1)

Recommended Readings

38

(2)

Emergent Literacy: Understanding the Literacy Development of Young Children

40

(46)

On Becoming Literate

42

(1)

Emergent Literacy

42

(1)

Cognitive and Affective Aspects of Language Development

43

(8)

Contributions of Piaget

43

(4)

Contributions of Vygotsky

47

(1)

Contributions of Affect

48

(3)

Understanding Language

51

(5)

The Semantic Cueing System in Language

51

(2)

The Syntactic Cueing System in Language

53

(2)

The Visual-Graphophonic Cueing System in Language

55

(1)

Pragmatics

55

(1)

Oral Language Acquisition

56

(2)

Behaviorist Theory

56

(1)

Innatist Theory

57

(1)

Interactionist Theory

57

(1)

Stages of Oral Language Development

58

(3)

Parents' Baby Talk: One Way of Getting Attention

58

(1)

The First 12 Months: A Time for Hope

58

(1)

From 1 to 2: By Leaps and Bounds

59

(1)

From 2 to 3: What Does It Mean When I Say No?!

60

(1)

From 3 to 4: The Why Years

60

(1)

From 4 to 6: Years of Growth and Refinement

61

(1)

Development of Reading Behaviors

61

(5)

The Mystery of Reading: The Magical Stage

64

(1)

``Look, Mom, I'm Reading'': The Self-Concepting Reading Stage

64

(1)

Spanning the Gap: The Bridging Stage

65

(1)

Blast Off!: The Takeoff Stage

65

(1)

I Can Do It by Myself!: The Independent Stage

66

(1)

Reaching the Summit: The Skilled Reader

66

(1)

Development of Storybook Reading Behaviors

66

(2)

Picture-Governed

66

(2)

Print-Governed

68

(1)

Development of Writing Behaviors

68

(10)

Scribbling and Drawing Stage

69

(4)

Prephonemic Stage

73

(1)

Early Phonemic Stage

73

(2)

Letter-Naming Stage

75

(1)

Transitional Stage

76

(2)

Developing a Sense of Story

78

(2)

Story Grammar Elements

79

(1)

Understanding Print Concepts and the Language of Instruction

80

(2)

Environmental Print Studies

80

(1)

Student Perceptions of Reading

81

(1)

Understanding Concepts About Print

82

(1)

Summary

82

(1)

Concept Applications

83

(1)

In the Classroom

83

(1)

In the Field

83

(1)

Recommended Readings

84

(2)

Basal Readers: Determining How to Use Basals Effectively

86

(42)

Understanding the Basal Reader

88

(4)

Anatomy of the Basal Reading Approach

92

(8)

The Teacher's Edition

93

(1)

The Student's Basal Text

94

(2)

The Workbook

96

(2)

Assessment

98

(1)

Record Keeping

98

(2)

Production and Organization of Basal Readers

100

(5)

Strengths and Weaknesses of Basal Readers

100

(2)

Organization of the Basal Reader

102

(3)

Instructional Beliefs and Basal Readers

105

(1)

Decoding Basals

105

(1)

Literature-Based Basals

105

(1)

Adopting and Evaluating Basal Readers From a Transitional Perspective

106

(6)

The Process of Basal Reader Adoption

107

(1)

Evaluating Basal Readers From a Balanced Reading Perspective

108

(4)

Taking Control of the Basal Teacher's Manual

112

(8)

Balanced Reading Program

112

(2)

Reconciled Reading Lesson

114

(1)

Using the Language Experience Approach With Basal Reader Lessons

115

(1)

Reciprocal Questioning

116

(2)

Directed Reading Thinking Activity

118

(2)

Teaching Effective Skill Lessons: From Whole to Parts to Whole

120

(3)

Selection and Analysis of a ``Whole'' Text Example: Analyzing a Basal Selection for Skills to Include in a Mini-lesson

120

(3)

Helping Students With Special Needs Succeed With Basal Reader Instruction

123

(1)

Helping Students With Diverse Cultural or Language Needs Succeed With Basal Readers